أثر اختلاف نمط التقديم (فردي-جماعي)‎ بالتعلم القائم على المشروعات في تنمية مهارات التفكير التصميمي و التحصيل الدراسي لدى طالبات تصميم الأزياء في الكلية العلمية للتصميم

الملخص EN

The study aimed to know the effect of the different presentation style (individual-group) in project-based learning in developing design thinking and academic achievement among students of fashion design in the scientific college of design.

the research used the quasi-experimental approach, and the sample consisted of 24 students from the FADE 302 fashion design i course.

it was an intentional sample divided into two experimental groups.

the first experimental group used the pattern of learning based on individual projects and the second experimental group used group learning based on group projects.

the second group is divided into 3 groups, each group consists of 4 students.

the following tools are used for the two groups, an observation card to measure design thinking and the product evaluation card (the project) to measure the achievement, and after the statistical treatments, the results of the research were as follows : there are statistically significant differences at the level (0.05) between the average scores of the individual project-based learning group and the group project-based learning group on the observation card in favor of the group pattern.

there are statistically significant differences at the level (0.05) between the average scores of the individual project-based learning group and the group project-based learning group on the product evaluation card in favor of the group pattern.

the research made many recommendations, including the interest in employing participatory project-based learning in the specialization and training teachers to use the project-based learning strategy in disciplines with a practical and applied aspect and employing design thinking in the field of the specialization and similar disciplines.